Learning Mathematics Through Serious Games: An Engagement Framework Opeyemi Dele-Ajayi, Professor Rebecca Strachan Dr Alison Pickard, Jonathan Sanderson Faculty of Engineering and Environment, Northumbria University Email: o.dele-ajayi@northumbria.ac.uk Email: rebecca.strachan@northumbria.ac.uk IEEE Frontiers in Education Conference, October 2016

Motivation for the Study Anecdotal “They do not like mathematics, many of them see it as hard and impossible, then they get disinterested in the classroom” Teacher, Nigeria 2015 But also supported by research including: Mathematics is important but boring: Students’ beliefs and attitudes towards mathematics, Kislenko et al, 2005

Societal Need The STEM labour market is varied with a mix of shortages and surpluses. Example: excess of biologists, shortage of data scientists1. “In this data-informed, technology intensive 21st Century the entire populace needs to become STEM literate.  We all need STEM thinking skills … to build a more informed citizenry… STEM is not only for Ph.D. researchers.  It’s for all of us!”2 1: Xue, Y. and Larson, R.C., 2015. STEM Crisis or STEM Surplus: Yes and Yes. Monthly Lab. Rev., 138, p.1. 2: Larson, R.C., 2012. STEM is for everyone. Retrieved on Oct, 16.

Challenge: Engaging Mathematics Can games help? Children appear to enjoy and have greater concentration during computer based learning1 But do they need to foster deeper learning? Our problem is about engagement, not educational performance 1:Wrzesien, M. and Raya, M.A., 2010. Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the E-Junior project. Computers & Education, 55(1), pp.178-187.

If we can present generally ‘complex’ scientific content through tangible and non-textually media like serious games, we may be able to engage reluctant learners in STEM subjects1 1: DeSmet, A., Van Ryckeghem, D., Compernolle, S., Baranowski, T., Thompson, D., Crombez, G., Poels, K., Van Lippevelde, W., Bastiaensens, S., Van Cleemput, K. and Vandebosch, H., 2014. A meta-analysis of serious digital games for healthy lifestyle promotion. Preventive medicine, 69, pp.95-107.

Research gap Finding the optimal balance between entertainment and education ( Cowley et al. 2013) What are the game features that support learning and promote engagement (Butler, 2014) A critical step for effective education games is identifying the key game engagement factors.

Research Approach Mixed methods Literature review identified initial set of 6 engagement factors: challenge, social interaction, immersion, clarity of goal, feedback, interest. Questionnaire (n=51)and interview (n=10) with young people identified 7 factors: challenge, social interaction, immersion, clarity of goal, feedback & rewards, thematic appeal & visual appeal, creativity.

Engagement Factors Challenge: different levels of difficulty “a right balance of easy and hard … with tips and instructions” Social Interaction: working with others, also sometimes linked to competition e.g. “I can beat … my friends” Immersion: involved in the story and play “I can get carried away …” Creativity: ability to use imagination & innovation

Engagement Factors Thematic & Visual Appeal: related to story/interest in game & graphical interface “I play the game because I love football” “graphics that show the characters as real as possible” Clarity of Goal: clear objectives and rules Links to motivation and achievement “I want to know what the game is about and what I should be doing” Feedback & Rewards: to support progress and provides an aim for play This helps motivation too “I need to know what to do to get high scores”

Conceptual Engagement Framework Initial Engagement Clarity of Goal Thematic and Visual Appeal Ongoing Engagement Rewards and Feedback Social Interaction Creativity Challenge Committed Engagement Immersion

Practical Implementation Three schools in Nigeria Conducted ‘TAM’ with teachers to support them too Designed a game ‘Speedy Rocket’ to support estimation mathematics Two weeks in the classroom trialling with students and teachers

SpeedyRocket start screen

SpeedyRocket play screen

Evaluation Approach Evaluate engagement (pupils): Observation and Questionnaire Attitude to Mathematics (pupils): Pre and Post Questionnaire Acceptance by teachers (teachers): Focus groups Numbers of Teachers and Pupils: 9 teachers (3 per school) 30 pupils 30 control pupils (but they can play it later )

Thank you for listening Any Questions?